Knowledge Organisers: Making them worth more than the paper they’re written on | timlegg

A great blog from Durrington Research School:

As we have previously blogged about here and here, we at Durrington are currently implementing knowledge organisers across the whole school. At the moment, we have knowledge organisers in place in all subjects for Year 9 and Year 10. The knowledge organisers themselves are disciplinary, by which we mean they are subject specific and so show variation according to the curriculum that they support. However, we have also tried to ensure consistency through adhering to the following principles:
The knowledge organisers include judiciously selected…

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Knowledge Organisers: Tackling the Misconceptions | timlegg

Posted on September 20, 2018 by classteaching

Last week, Andy Tharby wrote about Durrington’s journey with knowledge organisers and in particular how we are using these to improve retrieval practice. Andy’s blog generated a lot of interest, perhaps because it taps into the current debate regarding the possible advantages and dangers of using knowledge organisers as a central resource for classroom learning (and because it is expertly written, of course).

One of the major issues we at Durrington have faced on this journey is ensuring a cohesive approach to using knowledge organisers…

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Knowledge organisers – how to make and use them effectively! | timlegg

08.27.18Sadie McCleary’s Guide to Making and Using Knowledge Organizers

 

Sadie McCleary, Chemistry Teacher extraordinaire and Science Department Lead at Uncommon Collegiate Charter High School, is a good friend of Team TLAC. She’s a TLAC Fellow and constantly keeps in touch to share ideas she’s adapting and developing. And she has a special interest in Knowledge Organizers. This year she’s been trying to support other teachers in designing and implementing them effectively.  She put together a quick guide that we (i.e. Team TLAC) think is pretty tremendous.

The first section…

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10 essential discussions to have in any teacher team. | timlegg

Tom Sherrington: Towards the end of last academic year, I wrote a post outlining what might be in a typical school’s development plan:  Here’s your school development plan – no, really, don’t thank me.  All of those ideas are still relevant for next year.  But what about at a departmental level or a year level in primary? Here are 10 discussions that teams should be having – not all at once, obviously, but over time, involving everyone.

1. What’s in the curriculum? Does everyone know the big picture and the details? 

If you’re building a coherent spiral curriculum, you need to know what…

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How should students revise? A brief guide | timlegg

One of the biggest lessons from research is that many students don’t really know how to study. Various studies have shown that students rate re-reading and highlighting as the most effective ways of revising when in reality they are often a waste of time giving an illusion of competence in the short term at the expense of long term gains.

Students may spend large amounts of additional time studying despite no gain in later memory for the items, a phenomenon called ‘‘labour-in-vain’’ during learning (Nelson & Leonesio,1988). Recent research with educationally relevant materials has…

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Are you up to date? | timlegg

These are the current top research papers and edu books – have you read them all?

RESEARCH PAPERS

Principles of Instruction – Barak Rosenshine

What makes great teaching? A review of the underpinning research – The Sutton Trust

What will improve a student’s memory? – Daniel Willingham

The science of learning – Deans for Impact

Improving students’ learning with effective learning techniques – Dunlosky et al

EEF Metacognition and self-regulated learning guidance report

Putting students on the path to learning – Clark, Kirschner & Sweller

 

BOOKS

Making every lesson…

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